| Toward a more coherent model for science education than the crosscutting concepts of the next generation science standards: The affordances of styles of reasoning J Osborne, S Rafanelli, P Kind Journal of Research in Science Teaching 55 (7), 962-981, 2018 | 88 | 2018 |
| A practice-based professional development program to support scientific argumentation from evidence in the elementary classroom EJ Fishman, H Borko, J Osborne, F Gomez, S Rafanelli, E Reigh, A Tseng, ... Journal of science teacher education 28 (3), 222-249, 2017 | 77 | 2017 |
| Middle school science teachers’ conceptions of assessment practice throughout a year-long professional development experience M Wilsey, M Kloser, H Borko, S Rafanelli Educational Assessment 25 (2), 136-158, 2020 | 15 | 2020 |
| Leveraging portfolios in professional development for middle school science teachers' assessment and data‐use practice M Kloser, H Borko, M Wilsey, S Rafanelli Science Education 106 (4), 924-955, 2022 | 3 | 2022 |
| How Might the Next Generation Science Standards Support Styles of Scientific Reasoning in Biology? S Rafanelli, J Osborne The American Biology Teacher 82 (9), 579-583, 2020 | 2 | 2020 |
| A response to Saleh et al.: The wrong call to action J Osborne, S Rafanelli Journal of Research in Science Teaching 56 (4), 529-531, 2019 | 2 | 2019 |
| From focusing on grades to exploring student thinking: A case study of change in assessment practice S Rafanelli, H Borko, M Kloser, M Wilsey Cases of Teachers' Data Use, 63-79, 2018 | 2 | 2018 |
| The Few Who Persist: Supporting the Development of Science Interest in Adolescent Girls S Rafanelli Stanford University, 2019 | | 2019 |
| TOWARDS A COHERENT MODEL FOR SCIENCE EDUCATION: THE FAILURE OF NGSS AND THE AFFORDANCES OF STYLES OF REASONING J Osborne, S Rafanelli, P Kind | | |
